Understanding why apprentices consider dropping out: longitudinal prediction of apprentices’ workplace interest and anxiety

Abstract

Although apprenticeships ease the school-to-work transition for youth, many apprentices seriously consider dropping out. While associated with noncompletions, dropout considerations are important to study in their own right, because they reflect a negative quality of apprenticeship experience and can impact apprentices’ quality of learning and engagement. Few studies have addressed apprentices’ dropout considerations using comprehensive theoretical frameworks. To address this gap, this study examined how apprentices’ interest and anxiety growth trajectories predicted dropout considerations and associated with perceived resources and demands, grounded in expectancy-value theory (EVT) and the job demands-resources (JD-R) model. Australian apprentices (N = 2387) were surveyed at 6-month intervals utilising an accelerated longitudinal design, on their workplace interest and anxiety, job-related resources (role model, timing of choice, employer teaching, expertise, job security, and training wages) and demands (lack of information, career indecision, and excessive work). Latent growth models (LGM) within a structural equation modelling framework showed apprentices began with high interest which declined over time, and low anxiety which increased in the latter half of their first year until the end of their second year. Apprentices’ dropout considerations were predicted by initial interest and anxiety levels (at the beginning of their apprenticeship), and by interest losses during their apprenticeship (but, not by increases in anxiety). Almost half the variance in interest and anxiety trajectories was explained by apprentices’ perceived resources and demands: resources had a greater effect on promoting interest than reducing anxiety, whereas demands were more important in exacerbating anxiety.

Apprentices’ Resources at Work and School in Switzerland: A Person-Centred Approach

“…In line with previous research, apprentices with high CSE might evaluate their situational resources more positively (Judge & Bono, 2001;Wu & Griffin, 2012), and they might be more confident asking for information, feedback, or more autonomy to achieve even better learning conditions (Judge & Kammeyer-Mueller, 2011;Mikkonen et al, 2017). Such learners shape their learning environments to improve their learning situation and make it more rewarding (Hirschi et al, 2015;Judge & Kammeyer-Mueller, 2011;Powers & Watt, 2021). Our finding that high levels of CSE are related to better resource profiles is also in line with COR theory (Hobfoll et al, 2018), which stipulates that having resources facilitates the further accumulation of resources.…”

“…Regarding learning in apprenticeships, scholars have highlighted that aspects such as high-quality instruction, guidance, and support and the opportunity to work on varied tasks in a self-determined manner play key roles in the development of vocational competencies and the formation of vocational identities (Mikkonen et al, 2017;Nisula & Metso, 2019). Apprentices with higher situational resources not only learn faster and better, they also evaluate their learning environments more positively, maintain interest and motivation, and cope better with challenges and demands that arise at work or school (Powers & Watt, 2021;Reegård, 2015).…”

“…Although many studies about learning conditions in vocational programmes exist, previous research has often focused on resources in the workplace, whereas research looking at apprentices' vocational school resources is still rare (Schaap et al, 2011). This runs counter to the assumption that resources from both learning locations, together with personal resources, are crucial for apprentices' vocational development (Mulder et al, 2015;Powers & Watt, 2021;Stalder & Lüthi, 2018). Moreover, previous research tended to explore specific occupational domains (Chan, 2013;Fjellström, 2014), the learning situations of adult learners (Powers, 2020), and countries, where school-based vocational programmes are predominant and apprenticeships include smaller groups of learners (Ferm, 2021;Reegård, 2018).…”

Understanding the characteristics of work that foster workplace well-being in an apprenticeship programme and their effects on apprentices' employability. Exploring the gender moderation effect

“…This physiological activation saps employees' mental and emotional resources, leading to a loss of energy and ultimately to health impairments (Bakker and Demerouti, 2007). Powers et al . (2021) assert that apprentices with excessive work throughout their apprenticeship predicted anxiety and foresaw negative interest.…”

A Student Evaluation of an Occupational Therapy Apprenticeship

“…Left unresolved, previous research suggests this increased stress could impact course retention (Cvetkovski et al, 2018) and the mental health of the apprentices. Furthermore, research has shown that increased anxiety and stress are not conducive to an effective work environment (Powers and Watt, 2021). Alan felt "really overwhelmed and (I) actually came home and said to my husband 'I'm going to quit'" whereas Amrit felt they were like "rabbits in the headlights as to what to expect".…”